Feel free to use the "Discussion" panel above to generate ideas / discussion around these issues. The perspective below is that of a few and it would be good to get more input. How are these issues getting to National Executive and in particular the negotiations team?
Transition has become and area of increasing concern for teachers who are in leadership in both middle management and staff who hold DP and AP positions.
Of particular concern is the issue of salary. Here is an example:
A U1 Principal earns about $83000
A U2 Principal will earn about $91000
A DP/AP in a U4 - U5 primary with 4 units will earn about $85000
A DP/AP with 6 units will earn about $95000
There is little or no financial incentive for a DP in middle to large sized schools to move into Principalship of small schools!
A U3 Principal will earn about $99000
The salary scale of Principals must be of immediate concern and a matter of some priority. More must be done to attract quality AP/DP's into smaller schools, and in particular those in rural or hard to staff areas.
Another issue is that of release or the staffing component. It is argued that a DP/AP in a U3 school or smaller may be receiving little or no release to carry out their management / leadership duties. DP/AP's in U4-U5 schools may receive a release component anywhere from 0.1 to 1.0 ... there does not seem to be any pattern or equity in this area.
It has been suggested that ways to address this might include one of the following:
1. Increase the CRT time for teaching staff ... this may allow more of the staffing component to be used by leadership?
2. Attach 'release time' to all Units - typically AP/DP's have a reasonable percentage of the Units available and would therefore attract release time congruent with the number of Units they had... this could be topped up through the staffing component or bank staffing.
3. More leadership / management release time ... this requires a revision of the staffing formula giving schools more staffing for their leaders which in turn allows schools to maintain better staffing ratios for classes and teachers [currently 1:15 for Y0/1; 1:23 for Y2/3; 1:29 for Y4-8]. The spin-off from this is in the area of Property and ensuring schools have the physical space to maintain these ratios.
Release time for AP/DP's is of grave concern and must be addressed in the next round of negotiations. Although schools are free to choose how and when release is used, some guidelines might be considered to bring about some consistency across the sector eg. U3 combined AP/DP release should be no less than 0.6
A spin off and side issue is the teaching component of U1 and U2 Principals. To be effective as a Principal, small schools must be staffed to reduce the teaching component of the Principal. The allocation of Units to small school also needs addressing as does the release component (staffing) for DP or AP's in U2 schools. We recommend a teaching component not greater than 0.4 in U1 and 0.2 in U2 as a first step. So Principal release is AT LEAST 0.6 in U1 and 0.8 in U2. By U3 a Principal should be fully released.
Another issue is that of training / experience ... the "P" part of the DP or AP's title? Consideration might be given to the following:
1. Opportunities to lead learning within their school or a cluster of schools - not always an expectation of AP/DP's at present
2. Increased opportunities to "sit in the chair" for a term while the Principal is on sabbatical - Principals might be offered a term off for every 5 years of service???
3. More places on the Aspiring Principals programme
4. Mentorship / Shadowing - where an AP/DP is released from their duties for a Term to work alongside a Principal from another school for ten weeks and "walk where they walk"
5. Succession planning and steps for AP/DP's within the scale. For example an experienced AP/DP may be able to access an additional "experience" allowance after say five years in the job for leadership or mentoring.
Recognising and providing opportunities for AP/DP's to lead their schools is vital in equipping those in such positions for a job as Principal in the future BUT ALSO for the schools they are working in now, bringing expertise and leadership to their current positions.
Transition Issues
Feel free to use the "Discussion" panel above to generate ideas / discussion around these issues. The perspective below is that of a few and it would be good to get more input. How are these issues getting to National Executive and in particular the negotiations team?Transition has become and area of increasing concern for teachers who are in leadership in both middle management and staff who hold DP and AP positions.
Of particular concern is the issue of salary. Here is an example:
A U1 Principal earns about $83000
A U2 Principal will earn about $91000
A DP/AP in a U4 - U5 primary with 4 units will earn about $85000
A DP/AP with 6 units will earn about $95000
There is little or no financial incentive for a DP in middle to large sized schools to move into Principalship of small schools!
A U3 Principal will earn about $99000
The salary scale of Principals must be of immediate concern and a matter of some priority. More must be done to attract quality AP/DP's into smaller schools, and in particular those in rural or hard to staff areas.
Another issue is that of release or the staffing component. It is argued that a DP/AP in a U3 school or smaller may be receiving little or no release to carry out their management / leadership duties. DP/AP's in U4-U5 schools may receive a release component anywhere from 0.1 to 1.0 ... there does not seem to be any pattern or equity in this area.
It has been suggested that ways to address this might include one of the following:
1. Increase the CRT time for teaching staff ... this may allow more of the staffing component to be used by leadership?
2. Attach 'release time' to all Units - typically AP/DP's have a reasonable percentage of the Units available and would therefore attract release time congruent with the number of Units they had... this could be topped up through the staffing component or bank staffing.
3. More leadership / management release time ... this requires a revision of the staffing formula giving schools more staffing for their leaders which in turn allows schools to maintain better staffing ratios for classes and teachers [currently 1:15 for Y0/1; 1:23 for Y2/3; 1:29 for Y4-8]. The spin-off from this is in the area of Property and ensuring schools have the physical space to maintain these ratios.
Release time for AP/DP's is of grave concern and must be addressed in the next round of negotiations. Although schools are free to choose how and when release is used, some guidelines might be considered to bring about some consistency across the sector eg. U3 combined AP/DP release should be no less than 0.6
A spin off and side issue is the teaching component of U1 and U2 Principals. To be effective as a Principal, small schools must be staffed to reduce the teaching component of the Principal. The allocation of Units to small school also needs addressing as does the release component (staffing) for DP or AP's in U2 schools. We recommend a teaching component not greater than 0.4 in U1 and 0.2 in U2 as a first step. So Principal release is AT LEAST 0.6 in U1 and 0.8 in U2. By U3 a Principal should be fully released.
Another issue is that of training / experience ... the "P" part of the DP or AP's title? Consideration might be given to the following:
1. Opportunities to lead learning within their school or a cluster of schools - not always an expectation of AP/DP's at present
2. Increased opportunities to "sit in the chair" for a term while the Principal is on sabbatical - Principals might be offered a term off for every 5 years of service???
3. More places on the Aspiring Principals programme
4. Mentorship / Shadowing - where an AP/DP is released from their duties for a Term to work alongside a Principal from another school for ten weeks and "walk where they walk"
5. Succession planning and steps for AP/DP's within the scale. For example an experienced AP/DP may be able to access an additional "experience" allowance after say five years in the job for leadership or mentoring.
Recognising and providing opportunities for AP/DP's to lead their schools is vital in equipping those in such positions for a job as Principal in the future BUT ALSO for the schools they are working in now, bringing expertise and leadership to their current positions.